Introduction

Hello there!  My name is Amanda Sieger and in addition to being a single mom to my two kids, I am currently starting a new position as an instructional coach at a public elementary school in Minnesota. I am entering my 28th (!) year of teaching. Over the course of my career, I have taught PreK, kindergarten, and first grade, as well as reading intervention K-5. I also dabbled in subbing early in my career. My passion is teaching children to read and was a trainer in Michigan for literacy assessments and instruction, and also just became a certified local LETRS facilitator. Another position I have held is building literacy lead, where I did some coaching, and led the staff in best literacy practices. 

My goals in education are to lead teachers in understanding and instructing students in best literacy practices. It is fun to reflect on my previous goals and how I've met them, such as teaching kindergarten, teaching reading intervention, and becoming a literacy leader. Achieving these goals helps me set new goals, which are to work in curriculum and instruction in some capacity in the area of literacy. However, first I'm thrilled to be starting instructional coaching and my goal in that area is to support teachers as they implement the Science of Reading and the new legislation in my home state, called the READ act. 

In looking at the ISTE standards, I have selected standard 1.6.c, which is to communicate complex ideas. This will be used in conjunction with the Minnesota ELA standard 3.1.1.3, which states that students will read grade-level texts fluently with sufficient accuracy, rate and expression to support comprehension. Students will select a text that is matched to their reading skill level from http://ReadingA-Z.com. They will read the text first to themselves, and then with a partner. Once the practice is done, the partner will record the student reading using the student iPads. Then the reader will listen to themself reading on the video and identify which parts they read fluently and accurately, and with expression. Next the student will create an iMovie to show the clips of their strengths, and record their reflections with areas of growth. In addition, students will summarize the story to demonstrate comprehension. Students will switch roles so each one has a turn to read and to record. This iMovie will be shared with the teacher, as well as parents at fall conferences. 

Kolb's Triple E Framework is integrated into this lesson. The first "E" is engagement, meaning engagement with the learning goals. In my lesson, students are clearly engaged with the goal of reading grade-level text fluently, accurately, and with expression, to achieve comprehension. The second "E" is for enhancement of the learning goals because it allows for a visual representation of their learning because students can actually go back and watch themselves reading, which deepens their learning of reading fluently. In addition, it gives them a tool to reflect on their strengths and areas of growth, since without technology, they would have to rely on the observations of others (typically the teacher) for feedback in order to know this information. The final "E" is for extension of the learning goal. In my lesson, students are sharing their iMovie with their parents so a larger discussion can occur about best reading practices between the student and parents and teacher. 

References: 

Kolb, L. (2020). Triple E Framework. About - Triple E Framework

Minnesota Department of Education. (2020). English Language Arts. English Language Arts (mn.gov)